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  • A focus on students' use of Twitter - their interactions with each other, content and interface

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    88881_1.pdf (838.8Kb)
    Author(s)
    Prestridge, Sarah
    Griffith University Author(s)
    Prestridge, Sarah J.
    Year published
    2014
    Metadata
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    Abstract
    In their advertising campaigns, universities depict students using computers, laptops, mobile phones, iPads and tablets as learning devices. Regardless of the marketing used, there is value in enlisting the advantages of any medium that can aid deep thinking and increase student engagement. This study offers new knowledge about conceptualising Twitter as a knowledge construction tool leveraged through mobile devices. A qualitative approach was conducted to investigate the learning outcomes of students' use of Twitter when it was implemented as a learning device. The use of Twitter was investigated to provide insight into the ...
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    In their advertising campaigns, universities depict students using computers, laptops, mobile phones, iPads and tablets as learning devices. Regardless of the marketing used, there is value in enlisting the advantages of any medium that can aid deep thinking and increase student engagement. This study offers new knowledge about conceptualising Twitter as a knowledge construction tool leveraged through mobile devices. A qualitative approach was conducted to investigate the learning outcomes of students' use of Twitter when it was implemented as a learning device. The use of Twitter was investigated to provide insight into the ways students and instructors interacted in this environment, how the content was made active and how the functionality of the tool and its conceptualisation impedes and/or supports the learning process. The results indicate that student-initiated interaction supported by instructor use of participatory pedagogies enables substantive dialogue through Twitter and that paraphrasing was the most common way students made learning active.
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    Journal Title
    Active Learning in Higher Education
    Volume
    15
    Issue
    2
    DOI
    https://doi.org/10.1177/1469787414527394
    Copyright Statement
    © 2014 SAGE Publications. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Education systems
    Primary education
    Curriculum and pedagogy not elsewhere classified
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/61946
    Collection
    • Journal articles

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